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AC9LJ8EC06: Year 7 Languages Content Descriptor – Creating text in Japanese
AC9LJ8EC06 Year 7 Languages

AC9LJ8EC06 – Year 7 Languages: Creating text in Japanese

Strand
Communicating meaning in Japanese
Substrand
Creating text in Japanese

This Content Descriptor from Year 7 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

create spoken, written and multimodal, informative and imaginative texts for familiar contexts and purposes using appropriate vocabulary, expressions, grammatical structures and some textual conventions, and hiragana and katakana with support of the chart and some familiar kanji

Elaborations

  • • creating imaginative texts (written, multimodal, role-play, digital clip, photo montage, etc.) across a variety of modes to engage others, for example, a comic strip based on an imaginative routine, a story modelled on a folktale or fable, a commercial about new product
  • • creating and illustrating informative and/or imaginative bilingual texts, for example, creating labels to post around the school, story books, posters, captions, and subtitles
  • • working collaboratively to create a skit or role-play for a specific purpose and audience, for example, a glimpse into a week in the life of a teenager living in Australia for potential exchange student groups, or recycling in Japan compared with Australia for the school community’s Environment Week events
  • • creating a print or digital poster in Japanese to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
  • • understanding textual conventions of familiar types of texts such as めいし, emails, conversations, speeches, advertisements, stories and songs, and how they are typically constructed, for example, considering the use of particular layouts, visual images and grammatical features in advertisements, manga or brochures
  • • using a range of familiar textual structures and features to suit the audience, context and purpose, for example, writing a simple email or letter to a host family using polite form, set expressions, paragraphs, and salutations
  • • using a range of modelled grammatical structures when creating texts such as です、ます、ました、ませんでした、ましょう and appropriate punctuation, for example, full stops (。) and commas (、)
Show 3 more elaborations
  • • creating informative texts using print or digital tools, for example, reporting on events and activities through a personal blog, digital post, formal speech, diagrams, charts or illustrated schedules きのうサッカーのしあいでした。わたしのがっこうのチームはかちました。
  • • understanding how to create textual cohesion using elements such as paragraphing or conjunctions to sequence and link ideas and maintain the flow of expression, for example, そして、それから、でも
  • • creating texts using hiragana and katakana, with charts and resources as support, with some kanji for numbers, days of the week and high-frequency nouns, adjectives and verbs, such as 人、先生、日本、大きい、小さい、友だち、見ます、行きます

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANJAP7_10Y78
Year 7 Languages Achievement Standard
By the end of Year 8, students use Japanese language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Japanese or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts, and demonstrate understanding of how some language reflects cultural practices. They use some familiar katakana and kanji, and hiragana, with support.Students approximate Japanese sound patterns, intonation and rhythms, and recognise the relationship between spoken and written forms. They demonstrate understanding that Japanese has conventions and rules for scripts, non-verbal, spoken and written communication. They comment on aspects of Japanese and English language structures and features, using metalanguage. They demonstrate awareness that the Japanese language is connected with culture and identity, and how this is reflected in their own language(s), culture(s) and identity.